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To describe the implementation of a systems approach to classroom behavior and instructional management Critical features Steps and effective practices Supporting teachers

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Focus on classroom component of PBIS – how to support teachers Describe current status of classrooms (student-teacher interactions) Discuss several types of teacher support

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Read through the handout and mark: Got it. I know, understand, and/or agree with this. This is really important or interesting. I don’t understand this, or this does not make sense to me.

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Design the structure and functions of classrooms to increase predictability and to accommodate individual and collective needs of students

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Arrange an efficient daily schedule for all of your classes – Start on time – Organize you activities to keep attention of students. Have a reasonable balance among the types of activities Avoid having one type of task run too long Schedule independent work and cooperative work directly following teacher directed tasks. Think about scheduling the last few minutes of the class with teacher directed work—gets kids in the mindset that they are not done learning. Sprick et al. 2009

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Assuming students know what is expected of them – Absence of clear rules – Vaguely stated rules Punishing students for failure to exhibit a behavior that they do not know how to do Increasing instructional minutes will not make up for ineffective instruction

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Teach and manage social behaviors positively and preventively…like teaching reading, math, physics, music, etc. Integrate social and academic management strategies within and across curricula Maximize academic success to increase social behavior success

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How many students will you have in the room at one time? What kinds of activities will be taking place in your classroom? Where should students be seated? How will you regulate movement/supervise/interact? What should my classroom look like? – Wall space, storage, lighting, etc. How will you teach students roles and procedures with other staff for consistency?

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Arrange space so that: Students face the teacher without turning around Teacher has close proximity to students Students can interact with partner and/or team Teacher can see all areas of room Teacher can easily monitor all areas Teacher and students can move easily around room Teacher can access necessary instructional materials Students can access necessary materials Anita Archer

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Evaluating the Physical Organization of the Classroom: Setting the Stage

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Increase predictability and consistency Both teacher and student routines Build into environment/prompts – “Stack and Rack” Consider “common” routines – Lining up – Restroom breaks – Preparing for work – Transitions between activities Teach routines over a period of time so students and staff are not overwhelmed at the beginning of the year.

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In classes where routines and procedures are clearly delineated and taught during the initial weeks of school, appropriate behavior is much more likely to occur. Predictability predicts ability! Anita Archer

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Determine situations where a routine or procedure is needed For each situation, determine a routine/procedure that Promotes self-responsibility Doesn’t require teacher involvement Is effective and efficient Can be used consistently Anita Archer

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Document routines/procedures Teach most important routines procedures Review routines/procedures Routines should be ones that students have no difficulty following consistently and with little to no teacher involvement Anita Archer

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Start/end of day Transitions Personal needs (e.g., bathroom, pencil sharpening) Working in groups and independently Special events Materials and equipment Homework and assignments Personal belongings

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What are 3 routines common across classrooms in your school? Complete the Classroom Routines Matrix for your classroom. What is a PROCESS you might use with your faculty to define and share effective examples?

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Students are more likely to exhibit desired behaviors when expectations are clear. What you expect = What you get Anita Archer

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With grade level team or school faculty, establish goals you would like children to reach Goals reflect values you hold for students Goals are more global than rules Analogy – Goal – Drivers should be courteous – Rules – Speed limit 65 Anita Archer

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Example Goals: Respect others Be responsible Do your best work Cooperate with others Anita Archer

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Rules for Rules: Are fewer in number (3 to 6) Should state desired behavior positively Are short and simple List observable behaviors Begin with a verb Clearly define behaviors Anita Archer

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Example Rules: Arrive on time Listen to your teacher and classmates Bring only school materials Follow directions Participate in activities Work during work sessions Use language appropriate to school and work-place Anita Archer

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To get the best results, teachers should: Introduce rules Teach lessons on individual rules Review rules Post rules Act as if you expect desired behaviors What we expect = What we get Anita Archer

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Use continuum of strategies to encourage expectations – Teach expected behavior – Increase opportunities for academic and social success – Provide positive feedback more often than corrections and reprimands (e.g., 5 to 1) Move from tangible to social reinforcement Move from external to self-managed reinforcement Individualize reinforcement – Use continuum of strategies to discourage/correct inappropriate behaviors

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Good praise follows the “if-then” rule – Make sure students are doing exactly what you want them to be doing – Praise them within 1 or 2 seconds after the behavior occurs – If it is an on-going behavior, praise during the behavior

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Shift to school-based teams rather than relying on “outside experts” As with SWPBIS the systems guide the implementation of effective practices Link classroom management practices to SWPBIS Use data for decision-making

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Complete the Classroom Settings section of the Staff Survey Summarize the results Add items to action plan as needed Prepare to report out on status of system and planned activities